Plenary 2B

Q 1: Jane’s father drove 417 km in 4.9 hours. Leah’s father drove 318 km in 3.8 h. Who was driving faster? By how much? Q 2: Describe two different types of situations where you might want to figure out the unit rate. Then tell why knowing the unit rate would be useful. Assessment of learning options

What would a response to each of these questions tell you about what a student knows? How are the questions different? How many similar questions would you need on a test? Consider these questions

Talk to three other people. How might a focus on big ideas change what you use to gather assessment of learning data? What do you think?

What sorts of proportional reasoning questions that focus on big ideas make sense to use in assessment of learning situations? Do they relate to overall or specific expectations? Assessment of Learning

e.g. OE: demonstrate an understanding of proportional relationships using percent, ratio, and rate vs. e.g. SE: solve problems that involve determining whole number percents, using a variety of tools Assessment of Learning (Gr. 7)

e.g. OE: demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting points vs. e.g. SE: locate whole numbers to 100 on a number line and on a partial number line Assessment of Learning (Gr 2)

e.g. OE: connect various representations of a linear relations e.g. SE: describe a situation that would explain the events illustrated by a given graph of a relationship between two variables Assessment of Learning(Gr. 9)

Fewer than 8 children equally share close to 100 treats. What do you know, for sure, about how many treats each gets? What do you notice about the question? For example, in Grade 4

Describe three situations when it might be useful to know that ½ can be written as an equivalent fraction What do you notice about the question? For example, in Grade 6

You know that x Δ = 4/5. What else do you know about or Δ or other sums, products, quotients, or differences related to the two values? What do you notice about the question? For example, in Grade 8

A certain angle in a right triangle has a very big tangent (a/b). What else do you know about the trig ratios (sine (a/c) or cosine b/c) for that angle? What could the triangle look like and how do you know? What do you notice about the question? For example, in Grade 10 a b c

What will you be assessing in terms of categories when you are focused on big ideas? What tools- marking schemes, rubrics- will you likely use? What weightings will you likely consider? Assigning marks

Work in small groups You are planning a group of lessons that relates to proportional reasoning (or prerequisites to it). You want to create a culminating assessment that focuses on BIN 4. What might your assessment look like? Work in PJ, JI and IS groups.

Questions in the 3 part lesson We have just talked about consolidation questions in Part 3 of a 3-part lesson. Their purpose is to focus on the important idea for that lesson. They should assess the goal with that big idea feel to them.

What about the rest? But what about the other parts of that lesson?

Part 1 The questions for this part are more about engaging, getting students hooked, and serving as assessment for learning opportunities.

Part 1 For example, a good minds-on question might be: I am thinking of two fractions really close to 1, but one is a little closer than the other. What might they be ?

Part 1 Or: I had a group of base ten blocks to find the value of. When I counted them, I said 4 numbers. What might I have said?

Part 1 Or: The answer is 10%. What’s the question? Or: This proportion is easy to solve. What numbers might be missing? x/ = Δ/30

Part 2 This part of the lesson should be an active problem/task/exploration that requires students to confront the new knowledge that is the goal of the lesson.

Part 2 The tasks set are meant to be more substantive, although there may be scaffolding questions that are “smaller”.

Part 2 Some more substantive questions that could be posed include: Imagine an input/output machine. When you input a number that is four times as much as another, the output is also four times as much. What could the rule be?

Part 2 Or Two equivalent fractions have denominators that are 10 apart. What could they be? What can’t they be?

Part 2 Or: You want to make a scale drawing of a regular hexagonal patio which is 5 m on a side. What is the largest drawing you can make on a 22 cm x 29 cm piece of paper.

You try Use either the PJ or IS examples. Work in small groups. Decide which questions are better for which parts of the lesson and why.

Let’s consolidate Let’s go back to focusing on Part 3 of the lesson.

Let’s consolidate Agree or disagree: Consolidation questions for a lesson based on big ideas are more suitable for providing assessment for learning data than assessment of learning data.